Journal of the New York Botanical Garden

Vol. VIII FEBRUARY, 1907
JOURNAL
No. 86
The New York Botanical Garden
EDITOR
WILLIAM ALPHONSO MURRILL
First Assistant
CONTENTS
PAGE
Exploration of Southern Florida 23
The Mitten Collection of Mosses and Hepatics 28
Nature Study as an Education 32
Notes, News and Comment 43
Accessions 44
PUBLISHED FOR THE GARDEN
AT 41 NORTH QUEEN STREET, LANCASTER. PA
» T T H E N EW ERA PRINTING CoMrANT
O F F I C B R S , 1 0 O 6.
PRESIDENT— U. O. MILLS,
VICE- PRESIDENT— ANDREW CARNEGIE,
TREASURER— CHARLES F. COX,
SECRETARY— N. L. BRITTON.
B O A R D O F M A N A G E R S .
1. E L E C T E D MANAGERS.
HON. ADDISON BROWN, J. PIERPONT MORGAN,
ANDREW CARNEGIE, GEORGE W. PERKINS,
W. BAYARD CUTTING, JAMES A. SCRYMSER,
ROBERT W. DE FOREST, SAMUEL SLOAN,
JOHN I. KANE, W. GILMAN THOMPSON,
D. O. MILLS, SAMUEL THORNE.
2. E X - O F F I C I O MANAGERS.
T H E PRESIDENT OF THE DEPARTMENT OF PUBLIC PARKS,
HON. MOSES HERRMAN.
T H E MAYOR OF THE CITY OF NEW YORK,
HON. GEORGE B. McCLELLAN.
3. SCIENTIFIC DIRECTOR.*.
PROF. L. M. UNDERWOOD, Chairman
DR. NICHOLAS MURRAY BUTLER, PROF. JAMES F. KEMP,
PROF. C. F. CHANDLER, PROF. FREDERIC S. LEE,
CHARLES F. COX, PROF. H. H. RUSBY,
HON. EGERTON L. WINTHROP, JR.
G A R D K N S T A F F .
DR. N. L. BRITTON, Director- in- Chief.
DR. W. A. MURRILL, First Assistant.
DR. JOHN K. SMALL, Head Curator of the Museums.
DR. P. A. RYDBERG, Curator.
DR. ARTHUR HOLLICK, Curator.
DR. MARSHALL A. HOWE, Curator.
ROBERT S. WILLIAMS, Assistant Curator.
DR. C. B. ROBINSON, Assistant Curator.
GEORGE V. NASH, Head Gardener.
DR. C. STUART GAGER, Director of the Laboratories.
ANNA MURRAY VAIL, Librarian.
DR. H. H. RUSBY, Curator of the Economic Collections.
DR. WILLIAM J. GIES, Consulting Chemist.
COL. F. A. SCHILLING, Superintendent.
JOHN R. BRINLEY, Landscape Engineer.
WALTER S. GROESBECK, Clerk and Accountant.
DR. JOHN HENDLEY BARNHART, Editorial Assistant.
DR. JOHN A. SHAFER, Museum Custodian.
PERCY WILSON, Adminidrative Assistant.
JOURNAL
The New York Botanical Garden
VOL. VIII. February, 1907. No. 86.
EXPLORATION OF SOUTHERN FLORIDA.
DR. N. L. BRITTON, DIRECTOR- IN- CHIEF.
Sir: In a former report on an expedition to Southern Florida,*
I called attention to the fact that it had been our good fortune
to explore some of the islands lying in the everglades southwest
. of Miami while they were yet uninhabited. During our recent
expedition to the same region, the value of our earlier explora­tions
was emphasized by what we saw of the destruction caused
by the hurricane that had recently swept south Florida. Had we
not acquired a fundamental knowledge of the native vegetation
of that unique and fascinating region as early as we did, our
knowledge of the relation of the flora of south Florida to that of
tropical America would have remained very imperfect.
With your permission I left New York on the twenty- second
of last October, and proceeded direct to Miami, Florida. I was
joined on the way by Mr. J. J. Carter, of Pleasant Grove, Penn­sylvania,
who continued my tireless associate throughout the ex­pedition.
Upon the invitation of Dr. Ernst A. Bessey, who is in
charge of the Subtropical Laboratory of the United States De­partment
of Agriculture, we established our headquarters in the
laboratory building of that institution, and to Dr. Bessey and his
associates, Mr. Fawcett and Mr. Wester, we tender thanks for their
constant cooperation and association. We were also accompa­nied
during most of the field work by Dr. H. C. Cowles, of the
* Jour. N. Y. Bot. Gard. 5 : 49. 1904.
2: 5
24
University of Chicago, who, together with Mrs. Cowles, is study­ing
certain features of the Florida flora.
The object of our field work was mainly two- fold ; first, we
had planned a survey of Long Key and several adjacent everglade
islands which, taken together, form the southwestern extremity
of the chain which appears north of the Miami River ; second,
we had arranged to continue the survey of the Florida Keys, in
order to secure and to preserve the knowledge of the native flora
of that singular chain of islands before it becomes further obscured
or wholly destroyed by the advance of civilization. The high
water in the everglades prevented us from getting more than a
distant view of Long Key, consequently we continued explora­tion
on the larger group of islands lying between Miami and
Camps Longview and Jackson, and through the courtesy of Mr.
Johnson, of the Florida East Coast Railway engineer corps, we
were enabled to penetrate a wholly unexplored section of the
everglades lying between the present terminus of the railway and
Key Largo, including a portion of Cross Key. Our interesting
experience on the latter island indicated further important dis­coveries
when its flora shall be more thoroughly explored. This
island, together with a parallel and almost similar formation, consti­tutes
the only natural and approximately complete land- connec­tion
between the Florida Keys and the mainland of the peninsula.
As we reached the field about a week after the occurrence of the
hurricane already referred to, we had an opportunity to observe its
effects on the vegetation. The everglades were exceptionally full of
water, a condition caused not only by the heavy rains of the recent
storm, but also by those of a very wet season preceding it. On
the islands of coral sand- rock, the pinelands were uninjured ex­cept
for the relatively insignificant loss of myriads of pine trees
which were blown over by the wind, the number being especially
large because of the fact that the trees growing directly on the
exposed rock cannot make tap- roots. The islands ranging from
the vicinity of Homestead Station southward had been completely
submerged during the latter stage of the hurricane ; the water
lying to the northwest being pushed out of the everglades by
the extremely high winds, swept over the islands, and poured
25
into the everglades to the southeast. The hammocks were
greatly injured, the very small ones isolated in the higher por­tions
of the pinelands being especially damaged. With only
the slight external protection of the slender pine trees to break
the force of the wind, their vegetation was practically mowed
down.
These little hammocks were the homes of many of the botan­ical
treasures of the region. Within them were formerly discov­ered
numbers of West Indian plants not known to occur elsewhere
on the North American mainland. The half dozen of these ham­mocks
which we examined critically during this last expedition
were found to be almost total wrecks. Their complete natural
restoration will be a question of at least a century, if the home­steader
does not finish the destruction already accomplished by
the wind. Formerly, the spreading tops of the tall trees, whose
trunks varied from two to four feet or more in diameter, interlaced
with one another, and the branches were further bound together
by means of numerous herbaceous and woody vines. The direct
sunlight was thus wholly excluded from the inside of the ham­mocks,
and no matter at what angle the sun might be, twilight
reigned there from sunrise to sunset. Many species of plants,
both flowering and flowerless, that could not even exist elsewhere
in the vicinity, were found to thrive there luxuriantly.
In the case of the Florida Keys, some of the upper islands
were twice completely submerged during the hurricane, first by
the water blown in from the ocean while the wind came from the
southeast, and then by the water blown out from the bay when
the wind came from the northwest. Elliott's Key was a conspic­uous
example of devastation. Under normal conditions the veg­etation
of this key is luxuriant, both the herbaceous and woody
plants growing in such masses as to be almost impenetrable at
most places, and, as seen from the bay or from the ocean, exhib­iting
a solid bank of green. During our last visit this key pre­sented
the aspect of a desert; the herbaceous vegetation and
small shrubbery was temporarily almost annihilated by the
deluge of salt water, while the trees and shrubs presented leaf­less
and apparently dead skeletons, the wind having whipped off
26
every leaf. Several weeks after the storm all of the trees, as if
recovering from the shock, started simultaneously to put forth
not only new leaves, but also flowers.
Our investigations on the keys were confined to the northern
ones, and we have learned that on account of their floras, as well
as their position, Virginia Key and Key Biscayne, which lie op­posite
Miami and Cocoanut Grove, are to be associated with the
mainland, which ends as a narrow peninsula just north of them,
and not with the rest of the keys ; from which, moreover, they
are separated by an interval of almost ten miles, leaving out of
consideration the insignificant Soldier's Key, which is a mere iso­lated
sand- bar about five miles south of Cape Florida. Their
vegetation consists of a dense growth of mangrove on the side
facing the bay, the usual tropical beach flora along the ocean and
a few of the sand- dune plants which are common for many miles
northward along the coast.
Our work on the mainland was considerably impeded by the
effects of the hurricane, the high water in the everglades, which
in some sections partially submerged the islands and filled all of
the prairies, and the fallen trees throughout the pinelands greatly
delayed our. progress. We experienced the most difficulty in
making progress to the southwest of the settlement of Cutler,
where time was consumed in mending both harness and wagon.
Naturally, accidents happened in the more unfavorable places.
At one point in the everglades, when the doubletree and one
singletree of the wagon and three traces and several minor straps
of the harness all broke simultaneously, the driver, before he re­covered
from the shock, had the charity to suggest that he ride
the horses to the nearest point of dry land and that the rest of us
pull the wagon out. Contrary to the exhilarating effect which
the environment of these rugged and uninhabited regions had on
most of us, it seemed to have a uniformly depressing effect on
our drivers. This was most plainly shown by the fact that we
had a new driver on each successive excursion. The monotony
of wading the submerged prairies, which are usually dry at that
season, was varied by both the depth of the soft mud and the
number of the treacherous pot- holes in the rock bottom under
27
the mud. In fact, we became so accustomed to an amphibious
mode of life that several of the party complained that they did
not feel natural when deprived of the aquatic stage for any length
of time.
We have now accumulated enough knowledge of the flora of
these islands of coral sand- rock in the everglades to make the
solution of many problems, both general and local, very interest­ing.
This chain of everglade keys is a miniature of the Florida
Keys, both in its crescent shape and its flora, and also of the
West Indies in the character of its vegetation. It is surrounded
by the everglades, except where the upper islands touch Biscayne
Bay at points from Miami to Cutler. Before these islands were
elevated to their present altitude, they were probably surrounded
by a shallow sea just as the Florida Keys are at the present
time. This being the case, we can easily account for the tropical
American flora now inhabiting them. After sufficient elevation
had taken place, the surrounding sea was transformed into the
vast spring now known as the everglades. Conditions becom­ing
favorable, the plants of the flora of northern peninsular
Florida advanced southward and naturally took complete posses­sion
of the area that was formerly the sea, thus surrounding and
isolating the wholly different flora of the islands. In fact, the
two floras are so sharply delimited that one can often stand with
one foot on plants characteristic of the high northern regions and
the other on plants restricted to the tropics. It is not an un­common
experience to see colonies of plants common in Canada,
such as the arrowarum ( Peltandrd), the lizard's tail ( Saururus)
and the ground- nut ' Apios), growing side by side with tropical
palms, cycads, orchids and bromeliads.
The total area of these islands is perhaps about one hundred
and fifty square miles. Those that we have explored have
yielded between five and six hundred species of native flowering
plants, surely a very large number when we consider that the
solid rock is exposed everywhere and that soil in the sense
that we are accustomed to think of it does not occur there.
The close relationship of this flora to that of the West Indies is
now established by the fact that considerably more than one half
28
of the species found on the islands south of Miami are also native
in Cuba and the Bahamas.
Since the publication of my last report on exploration in
southern Florida,* and a subsequently printed paper on the
species added to the flora of that state, f we have secured over
fifty more species not before known to grow on the North Ameri­can
mainland. Eight or ten of these are complete novelties, in­asmuch
as they are not yet described. Noteworthy among the
recent collections, which make an aggregate of 3,200 specimens,
are seven species not previously included in the arborescent flora
of the United States.
Respectfully submitted,
J. K. SMALL,
Head Curator of the Museums and Herbarium.
THE MITTEN COLLECTION OF MOSSES AND
HEPATICS.
William Mitten died at Hurstpierpoint, Sussex, England, on
July 20, 1906. Following his last request, his daughter, Miss
Flora Mitten, offered his entire collection of mosses and Hepatics
to Mrs. N. L. Britton and the collection was purchased for the
New York Botanical Garden for £ 400, the donors being Messrs.
D. O. Mills, Andrew Carnegie, J. Pierpont Morgan, Jas. B.
Ford, Geo. W. Perkins and Charles F. Cox.
At the request of Dr. Alfred Russell Wallace, Mr. Mitten's
executor, a representative of the Garden, Mr. R. S. Williams,
was sent to pack and ship. the collection, . which was received
safe and in good condition on December 6, 1906. Besides
twenty large boxes full of mosses, the collection contains ten
boxes of hepatics. Mrs. Britton also received as a gift from Miss
Mitten a large photograph of her father and his personal copy of
the " Musci Austro- Americani," his greatest work, which, strange
to say, is absolutely without notes or writing of any kind, as Mr.
Mitten was in the habit of laying memoranda and descriptions of
subsequent additions in the covers with his specimens.
* Jour. N. Y. Bot. Gard. 5 : 157- 164. 1904.
t Bull. N. Y. Bot. Gard. 3 : 419- 440. 1904.
29
Two accounts of Mr. Mitten's life and work have appeared,
one in the Journal of Botany for October, 1906, by W. Botting
Hemsley and the other in the Bryologist for January, 1907, by
William Edward Nicholson, both of which are interesting per­sonal
sketches, the latter giving a bibliographical list, but neither
of them containing any account of his collections. In a letter
dated September 5, 1906, Dr. Wallace states that " Nobody
ever touched, or hardly ever saw these collections but Mr.
Mitten himself and a few specialist visitors. Although I have
never examined them myself, as a friend ( and a son- in- law) of
Mr. Mitten for forty years, I know something of them and I am
inclined to think that they constitute the richest ( or nearly the
richest) private collection of those groups in existence, while it is
doubtful if any public collections are much richer. Mr. Mitten,
as you know, has studied and described mosses for nearly sixty
years, and for a long time was the greatest British authority on
them, and received collections to sort, name, and describe from
collectors, museums, and travelers, in every part of the world.
Of all these he reserved sets for himself, and has thus accumu­lated
an enormous collection, the nomenclature and arrangement
of which he was at work at up to the end of his life."
Beginning in 185 1 with a list of mosses and hepatics from the
vicinity of his home in Sussex, the 57 titles which follow include
studies of the mosses and hepatics from Quito, Portugal, New
Zealand, Panama, the East Indies, Tasmania, Fiji, Tropical
Africa, the Azores, Japan and China, Samoa, Ceylon, St. Paul,
and St. Helena, Bermuda, Kerguelen, Cape of Good Hope,
Morocco, Polynesia, British Guiana, Socotra and Borneo.
His largest and chief work was the description of the mosses
of South America, including Central American and West Indian
species. This was published as Vol. 12 of the Journal of the
Linnean Society in 1869. It contains 659 pages and includes
603 species and 19 genera new to the region, of which the types
are in his herbarium. It was largely based on the collections
made by Richard Spruce in his travels up the Amazon, Orinoco
and Rio Negro and across the Andes, and by Jameson, in Peru ;
as well as those made by Lindig and Weir in New Granada ;
30
Burchell and Glaziou in Brazil; Funck and Schlim in Venezuela ;
Martens, Galeotti and Bourgeau in Mexico ; Godman and Salvin
in Guatemala, and by Seemann in Panama. Collections from the
West Indian islands include the following : From Jamaica by
Swartz, Purdie, Wilds, Wilson, Hart, Jenman and Harris; from
Cuba by Wright; from Grenada by Broadway ; from St. Christo­pher
by Breutel; from Trinidad by Fendler and Cruger ; and from
Haiti and Santo Domingo by Swartz. He had very few mosses
from the French Antilles, a lack which has already been sup­plied
in the Garden collections by the purchase of the herbarium
of Pere Duss, made in the islands of Guadeloupe and Martinique,
which contains many species whose type localities have since
been destroyed by the volcanic eruption of Mt. Pelee.
His collections are not as rich in European exsiccatae as that
of Jaeger, but they supplement those already at the Garden with
several sets that were lacking, notably Spruce's Mosses of the
Pyrenees. There are also two fine sets of Drummond's First
Arctic and Canadian Collections of North American Mosses,
secured during the second Land Arctic Expedition under the
command of Sir John Franklin, in 1828. One of these sets was
the property of Sir John Richardson. He also had a set of
Drummond's Second Collection from the Southern States, 1841,
one of Sullivant's Musci Alleghanienses, 1845, and one of Sul­livant
and Lesquereux's Musci Boreali Americani, First Edition,
1856. Besides these he had collections from Richardson made
in the Northwest Territory from the vicinity of Great Bear and
Great Slave Lake; from Davis Strait and Arctic America by
James Taylor; from Lake Winnipeg, Saskatchewan and the Rocky
Mountains by Bourgeau in Palliser's British North American Ex­pedition,
1859; and from the Northwest Coast, Vancouver Island
and British Columbia by Menzies, Lyall and Douglas. The
mosses of the 49th parallel, or the northern boundary of the
United States, were named and listed by Mitten, in the Proceed­ings
of the Linnean Society, 1864. From John Macoun, he re­ceived
a fine set of the mosses of Ontario. He also had speci­mens
sent by Dr. C. W. Short from Kentucky, Chapman from
Florida, T. P. James from New Hampshire, and John Torrey
rom New York.
31
Among the most valuable of his collections are those made by
the various Arctic and Antarctic Expeditions. Among these are
the sets of mosses from Spitzbergen collected by Parry and Ross
in 1819- 1820, from the herbarium of Robert Brown, and those
collected in Greenland, Baffin's Bay and Melville Island by
Franklin in his search for the Northwest Passage. There are
also collections made by Seemann on the Voyage of H. M. S.
Herald in 1845- 1851 at Panama, by the Transit of Venus Expe­dition
in 1874- 1875, by Moseley on the Voyage of the Chal­lenger
in 1875, including specimens from Bermuda, and by the
Roraima Expedition in British Guiana in 1884.
Asiatic mosses are represented by collections in the Himalayas
by Hooker and Thomson ; in Nepal by Griffith ; in Ceylon by
Thwaites ; and in Burma and the Straits Settlements by Griffith.
A few Chinese and Japanese mosses also were described in 1864.
Those from Borneo, Sumatra and Java, including Fleischer's
Musci Archipelagi Indici, will be very useful in naming the recent
collections made in the Philippines by Mr. R. S. Williams. The
collections from New Zealand made by Hutton and Kirk and from
Samoa by Powell seem to be largely duplicated and available for
exchanges. Besides these, there are other Polynesian mosses
from Fiji and New Caledonia, and Australian mosses from Mel­bourne,
Port Philip, Gippsland, Victoria and New South Wales,
African collections were received from Central Africa, collected
by Bishop Hannington and from Kilimanjaro by H. H. Johnston ;
from West Africa from the Cameroons and River Niger ; from
Southern Africa, including Rehman's exsiccatae of 1875- 1877 ;
from the Cape of Good Hope by Milne and Eaton and McGilli-vray
and Burchell ; from Madagascar by Pool; from Mauritius
by Ayres, Balfour and Telfair; from Bourbon and Socotra by J.
B. Balfour; from St. Thomas by G. Mann ; from Algiers and
Morocco by Sir John Ball ; and from Fernando Po and St.
Helena, the Azores, and the Atlantic Islands of Madeira and
Canary.
Local mosses from the vicinity of Hurstpierpoint and other
parts of Sussex and Kent, which had been made up into sets for
exchange, are also well represented ; together with several dupli-
32
cate sets of Drummond's mosses of Scotland and collections of
his own from Wales.
The entire collection abounds in beautiful drawings, which
usually accompany the specimens. It frequently happens that
every species in a cover is illustrated.
NATURE- STUDY AS AN EDUCATION.*
Nature- study has been exploited during the last score of years
in this country in various ways. It began here as an off- shoot of
the so- called object- lessons introduced by Dr. Sheldon into the
Oswego Normal School, and received further stimulus in the
Cook County Normal School under Dr. Francis Parker and Mr.
W. S. Jackman, who attempted the first formulation of nature-study
as a distinct subject, and prepared a text- book of numer­ous
isolated suggestions for the teacher, these suggestions
ranging through many subjects and sometimes going far afield.
And yet the key- note of the book as stated by the author rings
out strong and true: " Let us place the children in the woods
and fields that they may study nature at work."
About the same time ( 1889), Mr. Arthur C. Boyden of the
Bridgewater Normal School championed the new idea, began
teaching in the state institutes of Massachusetts, and got out a
pamphlet on the " Study of Trees in Plymouth County" ; one
of the first of a long series of fluttering nature- study leaflets by
men and women who, knowing much or little or nothing at all
about the subject, have found the theme a good one to write
upon. At the same time, also, a department ot nature- study was
organized in the Summer School of Cottage City under the name
of elementary science, and in the latter part of the eighties, na­ture-
study under the name of elementary science was receiving
consideration in many schools in several states.
From 1890 to 1895, exhibits of nature- work were common in
cities, the display at the World's Fair in Chicago being the cul­mination
of this phase of development.
* Read before the convention of the New York Botanical Garden January 23,
1906. Published simultaneously in the Garden JOURNAL and the Nature Study Re-
33
About ten years after the first introduction of elementary
science into the grades, two men came forward to whom children
will be grateful for centuries to come. Of all the numerous
writers who have considered nature- study from one standpoint or
another, the principles set forth by Professor Bailey of Cornell
and Professor Hodge of Clark, are as sane and practical as any­thing
yet presented. To little people shivering over their first
experience in the clear, cold atmosphere of science, a warmer
temperature and more genial atmosphere were eagerly welcomed.
While there is no doubt of the constant advance of nature-study
over the country as a whole, yet the gain is not the
mushroom growth of the first few years, and this is well. There
has been lack of fibro- vascular tissue, and in more than one place
nature- study has been dropped after a trial. This has occurred
in a few large cities where the problem is most difficult, or where
the school- board has failed to recognize the value of nature- study
as a means of education, or in some cases where the teaching has
been inadequate.
Nature- study, then, has already passed through various phases
with us : first came the experiment followed by the exhibition
which so inspired the on- lookers that it straightway became a
fad ; then came the period of reaction and criticism when nature-study
became less serious — more of a recreation-—- and here
came the opportunity to run in the unusual, the exceptional, the
sensational in nature literature, which is not nature- study at all,
though it may be Very good literature ; and now our leading lights
tell us that nature- study is an idea, an atmosphere, an attitude, —
in a word, it is spirit. This, then, is the promise of the future,
and our prophets prophesy wisely and well. But we cannot hope
for any universal fulfillment of the prophesy for several genera­tions
to come — not until there has been time to train our
teachers, and they in turn have had the opportunity of training
the children who are to be the parents of the next generation. In
the next generation we may begin to look' for parents who will
not destroy the attitude, the atmosphere of nature- study, which
is an inherent part of the nature of the normal child. He inherits
from ancestors remote a primitive love of nature and every natural
34
object. Any child of three years turned loose in a small space
out- of- doors where there is good clean dirt with worms in it, and
pebbles, where green things are growing, where the chance cater­pillar
and toad and small snake are free to come and go, has
amusement for a summer. Some one has well said :
" Out- doors, God amused him ; in- doors his mother ;
And the finite can never satisfy as the Infinite."
It is only when the child learns from others that he " must not
touch the toad or he will get warts," that the harmless garter-snake
is a poisonous reptile, that the caterpillar will bite; that
his faith in nature is shaken, the nature- study atmosphere dark­ened,
and the nature- study spirit hampered.
Dr. M. T. Cook says that in Cuba he frequently gave his one-year-
old son small snakes to play with, and the child considered
them the most interesting kind of a plaything, until at the age of
four he began to run with other children. In a short time the
boy became afraid of snakes and is still afraid of them. Profes­sor
Hooker, of Mt. Holyoke College, had a little visitor whom
she found it hard to entertain, so she brought out some snakes
which she called her " little friends." The child was delighted,
and played with them happily until she heard some one call them
snakes, then dropped them in fear and disgust.
A child in the first primary grade of the University School for
Girls in Chicago brought a tiny leafless twig to her teacher and
asked her to use it for the nature- study lesson. The teacher
thought it a rather small affair, but a leaf- bud or two offered
suggestion, and the teacher held out for what seemed to her a
very creditable length of time and then turned with relief to a
gay picture of an oriole on the wall. But the children did not
want orioles in pictures on the wall ; they wanted a little live
twig, and the small girl who had brought it in raised her hand
and asked severely, " Why don't you go on with the nature-science
? "
That which we are to aim for, then, we have at the very be­ginning
; but by the time that the child goes to school he has
lost more or less of it, and it is more difficult to restore it in a
soil that has been sterilized than it would be to start anew in
fresh soil. Allowing for individual exceptions, I have found it
true that interest in nature- study in schools where the subject is
not a vital one varies inversely with the age of the children, and
that the difficulty in exciting an interest varies directly with
the age.
The problem that confronts us is, how shall we recover that
which has been lost ; how shall we reach the ideal, the pervad­ing
atmosphere that colors, the idea that permeates the whole life,
the nature- study spirit. Now the child of the graded school has
many teachers. It is a chance if he ever has one who really un­derstands
and fully comprehends just what Bailey means by atmos­phere
and attitude and idea and spirit. It is possible that one
may be all this and that the school may have the spirit and never
know it. I am not sure but this is the essence of the whole
thing — the spirit free because unconscious of itself.
At one of the State Summer Schools held in Bennington,
Vermont, a young teacher came to me and told me how much
she regretted the impossibility of having any nature- study in the
little rural school where she taught. " The parents are not
willing that the time should be given in school," she said, " the
programme is already crowded, we have no money with which
to buy books. But," she added, " there is a little brook back of
the school house, and the children and I stay out there about all
the time at recess and noon and we all go early in the morning
before school. We have a series of pools, and in them we have
several kinds of fish, and in one pool we have some salamanders,
and in another turtles, and in another pollywogs. We feed them
and keep the pools in order and the children do have such a good
time. Then a little house- wren came into the school house and
built her nest on the stove- pipe by the chimney, right in the
school room. And the children would keep just as still as pos­sible
so as not to disturb her."
This dear girl assured me over and over again with tears in
her eyes that she would be so glad to have nature- study in her
school, but that it was simply an impossibility ! This illustrates
how difficult it is for one to grasp the real significance of the
36
study as presented by even so plain and simple and straightfor­ward
a speaker as Professor Bailey.
Atmosphere is intangible at best, and not an easy mark for the
inexperienced. One may be sure the arrow will hit somewhere,
even if sent at random, and many of our public- school teachers
have evidently taken refuge in this thought, and the result is
random and haphazard.
The result would be the same and perhaps the idea might
seem more definite, if, with the idea of attitude as the ultimate
goal, we should begin by aiming at some nearer mark. To in­spire
the boys and girls with a vital rational interest in their im­mediate
natural environment— an interest that shall continually
widen with the circles of growing experience and knowledge
founded on experience, and so lead to a wider environment —
this is concrete and feasible.
In the country, there is such abundance of material that the
question is one of choice ; in the more cramped conditions of the
larger cities, the question of choice is largely eliminated, and
here it is necessary to seize upon every natural object that comes
within the reach of the children and to widen their pathetically
limited environment by constantly reaching out, always from
something they have seen or experienced, to the things beyond,
and to inspire them with a desire to learn what lies outside the
few blocks which immediately surround them. Settlement-workers
tell us that most children in the crowded tenement dis­tricts
seldom go beyond the half- dozen blocks which supply the
necessities of life. A little girl of nine years was taken to the
country for the first time. She was amazed beyond measure;
she had attended the public- schools, but she had never been
told that the earth was not paved all over, and it had never oc­curred
to her that it could be any other way. Let us teach' the
children to love the parks, not simply as pleasant places in which
to play but as places where one can know the trees as individuals
that in time may become one's comrades and friends. To know
the trees that are in our parks, to know them by their outlines
and buds and twigs and leaves and flowers and fruits, and to
watch the changes in them from week to week and season to
37
season is to have an unfailing resource for pleasure throughout
life. To teach the child a proper appreciation of our parks and
scenery and to make him feel a sense of ownership in them is to
make him some day a better man.
We can do no better and go no farther today than did Aris­totle
when he said :
" I t is clear then that there are branches of education and learning which we
must study with a view to the enjoyment of leisure, and these are to be valued for
their own sake; whereas those kinds of knowledge which are useful in business are
to be deemed necessary, and exist for the sake of other things. It is evident then
that there is a sort of education in which parents should train their sons, not as being
useful or necessary, but because it is liberal or noble."
In commenting upon this passage, Burnet in " Aristotle on
Education " says :
" Here in simple form is the perennial problem as to whether the end of educa­tion
is culture, or to fit us for the business of life. The most ardent business men will
tell you that they work hard in order that they may be able to retire ; the misfortune
is that when they have retired they are very often at a loss what to do with their time.
(( An education which took as its aim to train people in such a way that they could
rightly enjoy the rest which they have earned by a life of toil would, we can see, have
a good deal to say for itself, and might be quite as " practical " as one which merely
anticipated the ' ' useful and necessary'' activities of the business life itself. 11 might
sound strange at first, but it would not be amiss if we were once more to speak with
Aristotle of the noble enjoyment of leisure as the end of education in its highest sense.
It is just the want of such an education that makes men put up with that very poor
and cheap substitute for theoria, the life of amusement.
" The Gospel of Work is a noble one and has been nobly preached, but the neglect
of the still higher Gospel of Leisure has produced the results which Aristotle has
indicated so clearly. We cannot always work, and if our education has not fitted us
to use our spare time rightly, we are sure to take to the life of mere amusement. We
all know men who would be transformed if only they knew what to do with themselves
when they are not at work. We can all see that whole classes of the community are
sunk in needless degradation just because their lives are a succession of periods of
overwork and intervals of low or vicious relaxation. And we can see too that the end
of the nineteenth century, the century of work, has been marked by a morbid, an
abnormal growth of the craving for amusement and excitement which has threatened
at times to break up society altogether. It is from the Greeks that we can best learn
the cause and cure of these ills."
Of the thousands of poor and ignorant people who visit the
New York Botanical Garden during the spring and summer and
autumn months, on the one day of leisure in the week, one does
not dare to venture a guess at the per cent, of those who really
38
care for the things of the park aside from space and coolness. If
only these people had been educated to an appreciation of nature,
what an additional inspiration this place would become in their
sordid lives !
President Cleveland went fishing when the affairs of state be­came
too taxing ; President Roosevelt hunts bears. When the
little boy in the first grade of to- day becomes president, the same
instinctive craving for nature may be satisfied in a simpler way if
nature- study be rightly taught. It was not the fish that President
Cleveland wanted ; he could have bought them with much less
trouble at the market. It is not the bear- skins that President
Roosevelt wants ; he can buy them at the furrier's. What both
men want is the free pure air, the untrammeled woods, the sound
of rippling water, the call of the thrush, ferns, moss and wild
things ; in a word, nature. And, after all, fish and bears are only
excuses ; just the same results could be had by hunting with a
camera, or in listing the trees or studying the ecology of a
region, or in hunting for rare ferns.
The most serious problem of nature- study just now is the
teacher of nature- study. At present she must be born, for she
cannot be made, except in a few places. Without question there
are some excellent teachers who would never become good
teachers of nature- study, no matter what advantages they might
receive. But with these rare exceptions, the good teacher would
also make a good teacher of nature- study if only she knew her
subject. How can she have any adequate comprehension of that
which she has not herself experienced? She did not have na­ture-
study in the grades when a child herself; she did not get it
in the high school except in rare instances ; there are scarcely a
score of normal schools that offer nature- study as nature- study;
and the number of colleges that offer such courses can be counted
on the fingers of one hand. Courses in biology, including botany
and zoology, are now generally offered in the college, the normal
school and the high school; but these courses are largely domi­nated
by the spirit of the scientist and the specialist — and
rightfully so.
A little girl said to me : " I don't care at all for botany, but I
3!)
just love flowers." Now the specialist may love botany and not
care for flowers. Particularly if he works along histological or
embryological lines, he may be wholly ignorant of nature in any
field except the somewhat limited one bounded by the horizon of
his microscope. I one day asked a most enthusiastic and suc­cessful
instructor in one of our leading universities what a certain
common wild- flower of that region, new to me, looked like.
This man had made something of a specialty of the points
brought out in the development of this particular flower and
had prepared many slides from it. He replied that he did not
know what the flower looked like, and did not care, that that was
not the point; that he did not know any flowers by their names
in the field, he had no time to learn them, and he did not know
what good it would do him if he did know.
A student had just finished her research on a problem con­nected
with pines and had taken her degree. She was out
driving with a friend who inquired about some pines they were
passing. " Oh, I don't know anything about our native pines,
not even their names," was the reply.
Even in the high school the courses in botany and zoology
have been until quite recently too technical and limited to cer­tain
lines to fit the requirements of college entrance. Fitting for
college and fitting for life have been two quite different things.
And nature- study should be taught in the grades. Where
shall the teacher learn ? Can she get it from books ? A few
summers ago I was riding on the front seat of a trolley car
through a beautiful Vermont valley at sunset. A woman whose
dress and general air bespoke culture and refinement sat beside
me. She was wholly absorbed in the pages of a book and
utterly oblivious to the surrounding beauty and glory. I con­cluded
that she was doubtless so familiar with the place that its
charms were no longer felt, and I pitied her. We passed a large
and stately building on a hillside. " Pardon me," I said, " will
you kindly tell me what that building is ? " " I'm sure I don't
know," was the reply. " I was never here before," and she re­lapsed
into the book again. Then I was seized with curiosity to
know what she could be reading. The car gave a favorable
40
lurch, I leaned over, and caught the title of the book, " Self- Cul­ture,"
and the chapter- heading at the top of the page read " The
Love of Nature."
In addition to the quickened and widened environment of the
child, which should be the first aim of the teacher of nature- study,
we may look with assurance for many valuable results which are
by- products. In the past one or another of the by- products has
too often been mistaken for the main object. This was especially
true at first when it was claimed that the greatest gain to be
derived from the study of natural objects is increased power of
observation. This increase is a natural result; one looks at the
things he is interested in, and the more things one is interested in
and the more he is interested in some one thing, the more he sees.
" It is active seeing, not passive looking which constitutes obser­vation,"
says Professor Ganong. The result should culminate in
visualization — the power to reproduce subjectively that which
has been seen objectively.
The nature- teacher said to the third- grade class of a school in
Missouri : " Children, I want you to watch a spider and see if
you can learn something about it that you did not know before.
Then I would like you to write down whatever you find out and
bring it to me." The next day Locke Sawyer brought in the
following to his teacher : " Onct I sawn a spider spin his web.
He span it on the winder- pain. I watched him as clost as I
could. He went along in front and spun behind." Here is the
real thing — visualization: one sees the spider with the boy,
" g°' ng along in front and spinning behind." The delighted
teacher, carried away by the enthusiasm of the moment, began
to tell the children how spiders spin, how they have a little res­ervoir
of adhesive liquid substance within, which is forced out and
hardens into a thread on exposure to the air. Locke was vastly
interested ; he wanted to write down what the teacher had said,
and at his request his paper was returned. This is what he
added: " Inside of himself the spider has two tin cans. These
are for its web, which is glue before it is spun."
A second scientific value of nature- study is that it develops
the power of reason. One learns to generalize from the particular
41
and to make critical comparison. The whole subject of adapta­tions
comes in here and appeals strongly to the child. Bills and
beaks and teeth and feet and tails take on new interest when one
grasps the fact that they are to serve some special need. Nature-study
leads to faith in causality, which involves the belief that
every phenomenon is linked with preceding factors. The child
is freed from superstition ; and bats that cause your hair to fall
out, and toads that cause warts, and devil's- darning- needles that
sew up your ear if you ever told a lie, lose their terrors and
become objects of interest and perhaps companionship.
Of the cultural instincts which are developed, we may note
briefly :
1. Power of expression ; the child can talk about the thing he
is interested in, he can write about it, he can make a picture of
it. But let his teacher remember that these are the products of
nature- study, and that nature- study can never be the product
of talking or writing or drawing. The child's language should
be more accurate and logical. He should learn to tell the truth
and not exaggerate. Laboratory methods should lead to greater
skill and dexterity in the use of the hands.
2. Knowledge for its own sake and love of knowledge should
result from the widened environment of the child. Knowing his
own surroundings, he is able to interpret what he reads and
geography takes on a new meaning.
3. The aesthetic values of nature- study are not to be over­looked
in a time when utilitarian ideas are as prominent as today.
Let the child know that the sky and clouds and sunset coloring
and the river and hills beyond are his in the same sense in which
the parks are his — to appreciate and enjoy. Whatever one can
see that is beautiful is his own as much as though it were his
individual property. All that any one can do with a beautiful
object is to contemplate it with appreciation and enjoyment. It
is possible for the poorest child to be richer than the multi­millionaire.
4. The industrial and economic side of the question appeals
to many, especially to parents and school- boards. Plants and
animals beneficial and injurious, pests and their extermination,
42
problems of food and clothing, of shelter and sanitation and
personal hygiene, all become a legitimate part of the great subject.
5. Finally, the ethical value of nature- study which results in
happiness to the individual is most important. One is never
happier than when riding a hobby and riding hard. Birds or
butterflies, trees or mosses, ferns or fungi — it doesn't matter, so
long as one has an absorbing interest in the world without.
Health and happiness are not to be despised in these days of
nerves and constant demands for new sensations.
To the love of all created things nature- study should lead, and
if it be true that love is the greatest thing in the world then
nature- study is indeed justified. A man who ranks high in the
scientific world showed this spirit when he carried a tub of sea-water
back to the beach from which it came, a distance of some
rods, and poured the water into the sea saying, " I could not see
any life there but it would be a pity to run any risk of destroying
life needlessly."
That the country- boy will see more of interest and beauty in
his surroundings, and that the city- boy will learn greater appre­ciation
of the country may be reasonably expected ; but not until
the agricultural side of nature- study has been much developed
can we hope for that which will help to solve the greater problems
of rural districts. Nature- study has no need to demand more
than rightfully belongs to her.
MARY PERLE ANDERSON.
NOTES, NEWS AND COMMENT.
Mr. C. F. Millspaugh, of the Field Museum of Natural History,
Chicago, spent about two weeks at the Garden before his departure
for the Bahamas. ,
Dr. N. L. Britton and Mrs. Britton left New York on Feb­ruary
11 for the Bahamas, where they will spend several weeks
in botanical exploration. Mr. C. F. Millspaugh will join them
at Nassau.
Dr. Marshall A. Howe returned on January 30 from an ex­pedition
to Jamaica, where he devoted five or six weeks to col-
43
lecting and studying marine algae in Kingston Harbor and
vicinity and at Montego Bay. When the disastrous earthquake
of January 14 occurred, he was at Montego Bay, where the shock
was comparatively light. His Kingston collections, which were
stored at the time in a wooden office building on the water- front
of that ill- fated city, were uninjured by the earthquake and es­caped
the subsequent fire.
In connection with the New York meeting of the American
Association for the Advancement of Science, during Convoca­tion
Week, 1906- 1907, an exhibition was held at the American
Museum of Natural History, from December 28 to January 14,
by the New York Academy of Sciences. The purpose of the
exhibition was to illustrate the most recent advancement in the
different branches of science. The Associate Committee for
botany consisted of C. Stuart Gager ( Charman), George Francis
Atkinson, William L. Bray, John Merle Coulter, Margaret Clay
Ferguson, Byron David Halsted, Edward Charles Jeffrey, Duncan
Starr Johnson, and Lucien M. Underwood. The botanical ex­hibit,
assembled from various institutions and workers through­out
the United States, consisted of herbarium, alcoholic, and
living specimens, photographs and drawings, microscopic prep­arations,
new apparatus, and literature ; representing recent ad­vancement
in physiology, morphology, taxonomy, paleobotany,
teratology, pathology, cytology, horticulture, the pedagogy of
botany, and the development of botanical gardens and labora­tories.
There was a total of about forty- five entries, making
the botany exhibit the largest, but one, of the exhibition.
Of the precipitation for January, 1 3 ^ inches of snow fall were
recorded in addition to 1.54 inches of rain. Maximum tempera­tures
were recorded of 580 on the 4th, 67.50 on the 7th, 52.2°
on the 20th, and 370 on the 22d. Also minimum temperatures
of 27.50 on the 6th, 16.50 on the 10th, 10° on the 17th, 0° on
the 24th, and n ° on the 31st.
44
ACCESSIONS.
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MOLL, J. W. AND JANSSONIUS, H. H. Mikrographie des Holies der auf Java vor-kommenden
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MONTMAHON, O. Elements d'histoire naturelle: botanique. Ed. 8. Paris, 1884.
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MOORE, THOMAS. A popular history of the British ferns and the allied plants.
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48
PFEFFER, W. Studien zur Energetik der Pflanze. Leipzig, 1892.
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49
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WAGNER, ADOLF. Streifziige durch das Forschungsgebeit der modernen Pfianzen­kunde.
Miinchen, 1907.
WAGNER, HERMANN. Die Pflanzendecke der Erde. Bielefeld, 1857.
WENDEROTH, GEORG WILHELM FRANZ. Lehrbuch der Botanik. Marburg,
1821.
WEPFER, JOH. JACOB. Cicutae aquaticae historia etnoxae, commentario illustrata.
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WIESNER, JULIUS. Anatomie und Physiologie der Pdanzen. Wien, 1906.
WILCKE, SAMUEL GUSTAV. Flora Gryphica. Gryphiae, 1765.
WILLDENOW, CARL LUDWIG. Grundriss der Krdutcrkunde zu Vorlesungen ent-worfen.
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WILLIAMSON, JOHN. Fern Etchings. Second edition. Louisville, Ky., 1879.
( Given by Miss Julia T. Emerson.)
YOUNG, EDWARD. The ferns of Wales. Neath, 1856.
MUSEUMS AND HERBARIUM.
287 specimens " Musci Indiae orientalis." ( Collected by Mr. W. Gollan.)
3 specimens of fungi from British America. ( Byexchange with Mr. E. W. D.
Holway.)
378 specimens from the Philippine Islands. ( Collected by Professor A. D. E.
Elmer.)
1 specimen of Pinus strobiformis. ( By exchange with the Forest Service.)
160 specimens of Polygonum from Connecticut. ( By exchange with Mr. L.
Andrews.)
23 specimens of drug plants. ( Collected by Dr. J. A. Shafer.)
50
l6o specimens from British America. ( By exchange with the Geological Survey
of Canada.)
32 specimens " Hepaticae Indiae orientalis." ( Collected by Mr. W. Gollan.)
40 specimens " Lichenes Indiae orientalis." ( Collected by Mr. W. Gollan.)
75 specimens of Cuban plants. ( By exchange with Estacion Central Agron6mica,
Cuba.)
5 specimens of hepatics from Rarotonga, Cook Islands. ( Collected by Mr. T..
F. Cheeseman.)
1 specimen of Smilax rotundifolia from Nova Scotia. ( Given by Mr. J. E. •
Barteaux.)
38 specimens of mosses from New Zealand. ( Collected by Mr. T. W. Naylor
Beckett.)
224 specimens from Guatemala. ( Collected by Mr. C. H. Deam.)
125 specimens of fungi from Costa Rica. ( Collected by Mr. W. R. Maxon.)
2 specimens of flowering plants from the Philippine Islands. ( By exchange with
the Bureau of Science, Manila.)
i specimen of Lobelia from Maine. ( Given by Mr. O. W. Knight.)
PLANTS AND SEEDS.
1 plant for the conservatories. ( By exchange with Mrs. B. B. Tuttle.)
3 plants for the conservatories. ( By exchange with Mr. M. Richter.)*
1 plant for the conservatories. ( Given by Mrs. Steele.)
40 plants for the nurseries. ( By exchange with the Bureau of Plant Ind.)
44 cuttings for the nurseries. ( By exchange with the Bureau of Plant Ind.)
26 plants derived from seeds from various sources.
20 packets of seeds from Western Australia. ( Given by Mr. C. S. Thorp.)
1 packet of seeds from Florida. ( Given by Dr. J. K. Small.)
1 packet of seeds from Florida. ( By exchange with Mr. P. H. Rolfs.)
2 packets of seeds from S. California. ( Given by Mr. L. R. Abrams.)
35 packets of seeds from S. California. ( Given by Mr. S. B. Parish.)
1 packet of seeds. ( By exchange with the Bureau of Plant Industry.)
jfTDembers of tbe Corporation.
GEORGE S. BOWDOIN,
PROF. N. L. BRITTON,
HON. ADDISON BROWN,
DR. NICHOLAS M. BUTLER,
ANDREW CARNEGIE,
PROF. C F. CHANDLER,
WILLIAM G. CHOATE,
CHARLES F. COX,
JOHN J. CROOKE,
W. BAYARD CUTTING,
JAMES B. FORD,
ROBERT W. DE FOREST,
HENRY W. DE FOREST,
CLEVELAND H. DODGE,
SAMUEL W. FAIRCHILD,
GEN. LOUIS FITZGERALD,
RICHARD W. GILDER,
HON. THOMAS F. GILROY,
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ADRIAN ISELIN, JR.,
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LOWELL M. PALMER,
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JAMES R. PITCHER,
RT. REV. HENRY C. POTTER,
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PROF. H. H. RUSBY,
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HENRY A. SIEBRECHT,
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SAMUEL THORNE,
PROF. L. M. UNDERWOOD,
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HON. EGERTON L. WINTHROP, JR.,
WILLIAM H. S. WOOD.
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Vol. VIII FEBRUARY, 1907
JOURNAL
No. 86
The New York Botanical Garden
EDITOR
WILLIAM ALPHONSO MURRILL
First Assistant
CONTENTS
PAGE
Exploration of Southern Florida 23
The Mitten Collection of Mosses and Hepatics 28
Nature Study as an Education 32
Notes, News and Comment 43
Accessions 44
PUBLISHED FOR THE GARDEN
AT 41 NORTH QUEEN STREET, LANCASTER. PA
» T T H E N EW ERA PRINTING CoMrANT
O F F I C B R S , 1 0 O 6.
PRESIDENT— U. O. MILLS,
VICE- PRESIDENT— ANDREW CARNEGIE,
TREASURER— CHARLES F. COX,
SECRETARY— N. L. BRITTON.
B O A R D O F M A N A G E R S .
1. E L E C T E D MANAGERS.
HON. ADDISON BROWN, J. PIERPONT MORGAN,
ANDREW CARNEGIE, GEORGE W. PERKINS,
W. BAYARD CUTTING, JAMES A. SCRYMSER,
ROBERT W. DE FOREST, SAMUEL SLOAN,
JOHN I. KANE, W. GILMAN THOMPSON,
D. O. MILLS, SAMUEL THORNE.
2. E X - O F F I C I O MANAGERS.
T H E PRESIDENT OF THE DEPARTMENT OF PUBLIC PARKS,
HON. MOSES HERRMAN.
T H E MAYOR OF THE CITY OF NEW YORK,
HON. GEORGE B. McCLELLAN.
3. SCIENTIFIC DIRECTOR.*.
PROF. L. M. UNDERWOOD, Chairman
DR. NICHOLAS MURRAY BUTLER, PROF. JAMES F. KEMP,
PROF. C. F. CHANDLER, PROF. FREDERIC S. LEE,
CHARLES F. COX, PROF. H. H. RUSBY,
HON. EGERTON L. WINTHROP, JR.
G A R D K N S T A F F .
DR. N. L. BRITTON, Director- in- Chief.
DR. W. A. MURRILL, First Assistant.
DR. JOHN K. SMALL, Head Curator of the Museums.
DR. P. A. RYDBERG, Curator.
DR. ARTHUR HOLLICK, Curator.
DR. MARSHALL A. HOWE, Curator.
ROBERT S. WILLIAMS, Assistant Curator.
DR. C. B. ROBINSON, Assistant Curator.
GEORGE V. NASH, Head Gardener.
DR. C. STUART GAGER, Director of the Laboratories.
ANNA MURRAY VAIL, Librarian.
DR. H. H. RUSBY, Curator of the Economic Collections.
DR. WILLIAM J. GIES, Consulting Chemist.
COL. F. A. SCHILLING, Superintendent.
JOHN R. BRINLEY, Landscape Engineer.
WALTER S. GROESBECK, Clerk and Accountant.
DR. JOHN HENDLEY BARNHART, Editorial Assistant.
DR. JOHN A. SHAFER, Museum Custodian.
PERCY WILSON, Adminidrative Assistant.
JOURNAL
The New York Botanical Garden
VOL. VIII. February, 1907. No. 86.
EXPLORATION OF SOUTHERN FLORIDA.
DR. N. L. BRITTON, DIRECTOR- IN- CHIEF.
Sir: In a former report on an expedition to Southern Florida,*
I called attention to the fact that it had been our good fortune
to explore some of the islands lying in the everglades southwest
. of Miami while they were yet uninhabited. During our recent
expedition to the same region, the value of our earlier explora­tions
was emphasized by what we saw of the destruction caused
by the hurricane that had recently swept south Florida. Had we
not acquired a fundamental knowledge of the native vegetation
of that unique and fascinating region as early as we did, our
knowledge of the relation of the flora of south Florida to that of
tropical America would have remained very imperfect.
With your permission I left New York on the twenty- second
of last October, and proceeded direct to Miami, Florida. I was
joined on the way by Mr. J. J. Carter, of Pleasant Grove, Penn­sylvania,
who continued my tireless associate throughout the ex­pedition.
Upon the invitation of Dr. Ernst A. Bessey, who is in
charge of the Subtropical Laboratory of the United States De­partment
of Agriculture, we established our headquarters in the
laboratory building of that institution, and to Dr. Bessey and his
associates, Mr. Fawcett and Mr. Wester, we tender thanks for their
constant cooperation and association. We were also accompa­nied
during most of the field work by Dr. H. C. Cowles, of the
* Jour. N. Y. Bot. Gard. 5 : 49. 1904.
2: 5
24
University of Chicago, who, together with Mrs. Cowles, is study­ing
certain features of the Florida flora.
The object of our field work was mainly two- fold ; first, we
had planned a survey of Long Key and several adjacent everglade
islands which, taken together, form the southwestern extremity
of the chain which appears north of the Miami River ; second,
we had arranged to continue the survey of the Florida Keys, in
order to secure and to preserve the knowledge of the native flora
of that singular chain of islands before it becomes further obscured
or wholly destroyed by the advance of civilization. The high
water in the everglades prevented us from getting more than a
distant view of Long Key, consequently we continued explora­tion
on the larger group of islands lying between Miami and
Camps Longview and Jackson, and through the courtesy of Mr.
Johnson, of the Florida East Coast Railway engineer corps, we
were enabled to penetrate a wholly unexplored section of the
everglades lying between the present terminus of the railway and
Key Largo, including a portion of Cross Key. Our interesting
experience on the latter island indicated further important dis­coveries
when its flora shall be more thoroughly explored. This
island, together with a parallel and almost similar formation, consti­tutes
the only natural and approximately complete land- connec­tion
between the Florida Keys and the mainland of the peninsula.
As we reached the field about a week after the occurrence of the
hurricane already referred to, we had an opportunity to observe its
effects on the vegetation. The everglades were exceptionally full of
water, a condition caused not only by the heavy rains of the recent
storm, but also by those of a very wet season preceding it. On
the islands of coral sand- rock, the pinelands were uninjured ex­cept
for the relatively insignificant loss of myriads of pine trees
which were blown over by the wind, the number being especially
large because of the fact that the trees growing directly on the
exposed rock cannot make tap- roots. The islands ranging from
the vicinity of Homestead Station southward had been completely
submerged during the latter stage of the hurricane ; the water
lying to the northwest being pushed out of the everglades by
the extremely high winds, swept over the islands, and poured
25
into the everglades to the southeast. The hammocks were
greatly injured, the very small ones isolated in the higher por­tions
of the pinelands being especially damaged. With only
the slight external protection of the slender pine trees to break
the force of the wind, their vegetation was practically mowed
down.
These little hammocks were the homes of many of the botan­ical
treasures of the region. Within them were formerly discov­ered
numbers of West Indian plants not known to occur elsewhere
on the North American mainland. The half dozen of these ham­mocks
which we examined critically during this last expedition
were found to be almost total wrecks. Their complete natural
restoration will be a question of at least a century, if the home­steader
does not finish the destruction already accomplished by
the wind. Formerly, the spreading tops of the tall trees, whose
trunks varied from two to four feet or more in diameter, interlaced
with one another, and the branches were further bound together
by means of numerous herbaceous and woody vines. The direct
sunlight was thus wholly excluded from the inside of the ham­mocks,
and no matter at what angle the sun might be, twilight
reigned there from sunrise to sunset. Many species of plants,
both flowering and flowerless, that could not even exist elsewhere
in the vicinity, were found to thrive there luxuriantly.
In the case of the Florida Keys, some of the upper islands
were twice completely submerged during the hurricane, first by
the water blown in from the ocean while the wind came from the
southeast, and then by the water blown out from the bay when
the wind came from the northwest. Elliott's Key was a conspic­uous
example of devastation. Under normal conditions the veg­etation
of this key is luxuriant, both the herbaceous and woody
plants growing in such masses as to be almost impenetrable at
most places, and, as seen from the bay or from the ocean, exhib­iting
a solid bank of green. During our last visit this key pre­sented
the aspect of a desert; the herbaceous vegetation and
small shrubbery was temporarily almost annihilated by the
deluge of salt water, while the trees and shrubs presented leaf­less
and apparently dead skeletons, the wind having whipped off
26
every leaf. Several weeks after the storm all of the trees, as if
recovering from the shock, started simultaneously to put forth
not only new leaves, but also flowers.
Our investigations on the keys were confined to the northern
ones, and we have learned that on account of their floras, as well
as their position, Virginia Key and Key Biscayne, which lie op­posite
Miami and Cocoanut Grove, are to be associated with the
mainland, which ends as a narrow peninsula just north of them,
and not with the rest of the keys ; from which, moreover, they
are separated by an interval of almost ten miles, leaving out of
consideration the insignificant Soldier's Key, which is a mere iso­lated
sand- bar about five miles south of Cape Florida. Their
vegetation consists of a dense growth of mangrove on the side
facing the bay, the usual tropical beach flora along the ocean and
a few of the sand- dune plants which are common for many miles
northward along the coast.
Our work on the mainland was considerably impeded by the
effects of the hurricane, the high water in the everglades, which
in some sections partially submerged the islands and filled all of
the prairies, and the fallen trees throughout the pinelands greatly
delayed our. progress. We experienced the most difficulty in
making progress to the southwest of the settlement of Cutler,
where time was consumed in mending both harness and wagon.
Naturally, accidents happened in the more unfavorable places.
At one point in the everglades, when the doubletree and one
singletree of the wagon and three traces and several minor straps
of the harness all broke simultaneously, the driver, before he re­covered
from the shock, had the charity to suggest that he ride
the horses to the nearest point of dry land and that the rest of us
pull the wagon out. Contrary to the exhilarating effect which
the environment of these rugged and uninhabited regions had on
most of us, it seemed to have a uniformly depressing effect on
our drivers. This was most plainly shown by the fact that we
had a new driver on each successive excursion. The monotony
of wading the submerged prairies, which are usually dry at that
season, was varied by both the depth of the soft mud and the
number of the treacherous pot- holes in the rock bottom under
27
the mud. In fact, we became so accustomed to an amphibious
mode of life that several of the party complained that they did
not feel natural when deprived of the aquatic stage for any length
of time.
We have now accumulated enough knowledge of the flora of
these islands of coral sand- rock in the everglades to make the
solution of many problems, both general and local, very interest­ing.
This chain of everglade keys is a miniature of the Florida
Keys, both in its crescent shape and its flora, and also of the
West Indies in the character of its vegetation. It is surrounded
by the everglades, except where the upper islands touch Biscayne
Bay at points from Miami to Cutler. Before these islands were
elevated to their present altitude, they were probably surrounded
by a shallow sea just as the Florida Keys are at the present
time. This being the case, we can easily account for the tropical
American flora now inhabiting them. After sufficient elevation
had taken place, the surrounding sea was transformed into the
vast spring now known as the everglades. Conditions becom­ing
favorable, the plants of the flora of northern peninsular
Florida advanced southward and naturally took complete posses­sion
of the area that was formerly the sea, thus surrounding and
isolating the wholly different flora of the islands. In fact, the
two floras are so sharply delimited that one can often stand with
one foot on plants characteristic of the high northern regions and
the other on plants restricted to the tropics. It is not an un­common
experience to see colonies of plants common in Canada,
such as the arrowarum ( Peltandrd), the lizard's tail ( Saururus)
and the ground- nut ' Apios), growing side by side with tropical
palms, cycads, orchids and bromeliads.
The total area of these islands is perhaps about one hundred
and fifty square miles. Those that we have explored have
yielded between five and six hundred species of native flowering
plants, surely a very large number when we consider that the
solid rock is exposed everywhere and that soil in the sense
that we are accustomed to think of it does not occur there.
The close relationship of this flora to that of the West Indies is
now established by the fact that considerably more than one half
28
of the species found on the islands south of Miami are also native
in Cuba and the Bahamas.
Since the publication of my last report on exploration in
southern Florida,* and a subsequently printed paper on the
species added to the flora of that state, f we have secured over
fifty more species not before known to grow on the North Ameri­can
mainland. Eight or ten of these are complete novelties, in­asmuch
as they are not yet described. Noteworthy among the
recent collections, which make an aggregate of 3,200 specimens,
are seven species not previously included in the arborescent flora
of the United States.
Respectfully submitted,
J. K. SMALL,
Head Curator of the Museums and Herbarium.
THE MITTEN COLLECTION OF MOSSES AND
HEPATICS.
William Mitten died at Hurstpierpoint, Sussex, England, on
July 20, 1906. Following his last request, his daughter, Miss
Flora Mitten, offered his entire collection of mosses and Hepatics
to Mrs. N. L. Britton and the collection was purchased for the
New York Botanical Garden for £ 400, the donors being Messrs.
D. O. Mills, Andrew Carnegie, J. Pierpont Morgan, Jas. B.
Ford, Geo. W. Perkins and Charles F. Cox.
At the request of Dr. Alfred Russell Wallace, Mr. Mitten's
executor, a representative of the Garden, Mr. R. S. Williams,
was sent to pack and ship. the collection, . which was received
safe and in good condition on December 6, 1906. Besides
twenty large boxes full of mosses, the collection contains ten
boxes of hepatics. Mrs. Britton also received as a gift from Miss
Mitten a large photograph of her father and his personal copy of
the " Musci Austro- Americani," his greatest work, which, strange
to say, is absolutely without notes or writing of any kind, as Mr.
Mitten was in the habit of laying memoranda and descriptions of
subsequent additions in the covers with his specimens.
* Jour. N. Y. Bot. Gard. 5 : 157- 164. 1904.
t Bull. N. Y. Bot. Gard. 3 : 419- 440. 1904.
29
Two accounts of Mr. Mitten's life and work have appeared,
one in the Journal of Botany for October, 1906, by W. Botting
Hemsley and the other in the Bryologist for January, 1907, by
William Edward Nicholson, both of which are interesting per­sonal
sketches, the latter giving a bibliographical list, but neither
of them containing any account of his collections. In a letter
dated September 5, 1906, Dr. Wallace states that " Nobody
ever touched, or hardly ever saw these collections but Mr.
Mitten himself and a few specialist visitors. Although I have
never examined them myself, as a friend ( and a son- in- law) of
Mr. Mitten for forty years, I know something of them and I am
inclined to think that they constitute the richest ( or nearly the
richest) private collection of those groups in existence, while it is
doubtful if any public collections are much richer. Mr. Mitten,
as you know, has studied and described mosses for nearly sixty
years, and for a long time was the greatest British authority on
them, and received collections to sort, name, and describe from
collectors, museums, and travelers, in every part of the world.
Of all these he reserved sets for himself, and has thus accumu­lated
an enormous collection, the nomenclature and arrangement
of which he was at work at up to the end of his life."
Beginning in 185 1 with a list of mosses and hepatics from the
vicinity of his home in Sussex, the 57 titles which follow include
studies of the mosses and hepatics from Quito, Portugal, New
Zealand, Panama, the East Indies, Tasmania, Fiji, Tropical
Africa, the Azores, Japan and China, Samoa, Ceylon, St. Paul,
and St. Helena, Bermuda, Kerguelen, Cape of Good Hope,
Morocco, Polynesia, British Guiana, Socotra and Borneo.
His largest and chief work was the description of the mosses
of South America, including Central American and West Indian
species. This was published as Vol. 12 of the Journal of the
Linnean Society in 1869. It contains 659 pages and includes
603 species and 19 genera new to the region, of which the types
are in his herbarium. It was largely based on the collections
made by Richard Spruce in his travels up the Amazon, Orinoco
and Rio Negro and across the Andes, and by Jameson, in Peru ;
as well as those made by Lindig and Weir in New Granada ;
30
Burchell and Glaziou in Brazil; Funck and Schlim in Venezuela ;
Martens, Galeotti and Bourgeau in Mexico ; Godman and Salvin
in Guatemala, and by Seemann in Panama. Collections from the
West Indian islands include the following : From Jamaica by
Swartz, Purdie, Wilds, Wilson, Hart, Jenman and Harris; from
Cuba by Wright; from Grenada by Broadway ; from St. Christo­pher
by Breutel; from Trinidad by Fendler and Cruger ; and from
Haiti and Santo Domingo by Swartz. He had very few mosses
from the French Antilles, a lack which has already been sup­plied
in the Garden collections by the purchase of the herbarium
of Pere Duss, made in the islands of Guadeloupe and Martinique,
which contains many species whose type localities have since
been destroyed by the volcanic eruption of Mt. Pelee.
His collections are not as rich in European exsiccatae as that
of Jaeger, but they supplement those already at the Garden with
several sets that were lacking, notably Spruce's Mosses of the
Pyrenees. There are also two fine sets of Drummond's First
Arctic and Canadian Collections of North American Mosses,
secured during the second Land Arctic Expedition under the
command of Sir John Franklin, in 1828. One of these sets was
the property of Sir John Richardson. He also had a set of
Drummond's Second Collection from the Southern States, 1841,
one of Sullivant's Musci Alleghanienses, 1845, and one of Sul­livant
and Lesquereux's Musci Boreali Americani, First Edition,
1856. Besides these he had collections from Richardson made
in the Northwest Territory from the vicinity of Great Bear and
Great Slave Lake; from Davis Strait and Arctic America by
James Taylor; from Lake Winnipeg, Saskatchewan and the Rocky
Mountains by Bourgeau in Palliser's British North American Ex­pedition,
1859; and from the Northwest Coast, Vancouver Island
and British Columbia by Menzies, Lyall and Douglas. The
mosses of the 49th parallel, or the northern boundary of the
United States, were named and listed by Mitten, in the Proceed­ings
of the Linnean Society, 1864. From John Macoun, he re­ceived
a fine set of the mosses of Ontario. He also had speci­mens
sent by Dr. C. W. Short from Kentucky, Chapman from
Florida, T. P. James from New Hampshire, and John Torrey
rom New York.
31
Among the most valuable of his collections are those made by
the various Arctic and Antarctic Expeditions. Among these are
the sets of mosses from Spitzbergen collected by Parry and Ross
in 1819- 1820, from the herbarium of Robert Brown, and those
collected in Greenland, Baffin's Bay and Melville Island by
Franklin in his search for the Northwest Passage. There are
also collections made by Seemann on the Voyage of H. M. S.
Herald in 1845- 1851 at Panama, by the Transit of Venus Expe­dition
in 1874- 1875, by Moseley on the Voyage of the Chal­lenger
in 1875, including specimens from Bermuda, and by the
Roraima Expedition in British Guiana in 1884.
Asiatic mosses are represented by collections in the Himalayas
by Hooker and Thomson ; in Nepal by Griffith ; in Ceylon by
Thwaites ; and in Burma and the Straits Settlements by Griffith.
A few Chinese and Japanese mosses also were described in 1864.
Those from Borneo, Sumatra and Java, including Fleischer's
Musci Archipelagi Indici, will be very useful in naming the recent
collections made in the Philippines by Mr. R. S. Williams. The
collections from New Zealand made by Hutton and Kirk and from
Samoa by Powell seem to be largely duplicated and available for
exchanges. Besides these, there are other Polynesian mosses
from Fiji and New Caledonia, and Australian mosses from Mel­bourne,
Port Philip, Gippsland, Victoria and New South Wales,
African collections were received from Central Africa, collected
by Bishop Hannington and from Kilimanjaro by H. H. Johnston ;
from West Africa from the Cameroons and River Niger ; from
Southern Africa, including Rehman's exsiccatae of 1875- 1877 ;
from the Cape of Good Hope by Milne and Eaton and McGilli-vray
and Burchell ; from Madagascar by Pool; from Mauritius
by Ayres, Balfour and Telfair; from Bourbon and Socotra by J.
B. Balfour; from St. Thomas by G. Mann ; from Algiers and
Morocco by Sir John Ball ; and from Fernando Po and St.
Helena, the Azores, and the Atlantic Islands of Madeira and
Canary.
Local mosses from the vicinity of Hurstpierpoint and other
parts of Sussex and Kent, which had been made up into sets for
exchange, are also well represented ; together with several dupli-
32
cate sets of Drummond's mosses of Scotland and collections of
his own from Wales.
The entire collection abounds in beautiful drawings, which
usually accompany the specimens. It frequently happens that
every species in a cover is illustrated.
NATURE- STUDY AS AN EDUCATION.*
Nature- study has been exploited during the last score of years
in this country in various ways. It began here as an off- shoot of
the so- called object- lessons introduced by Dr. Sheldon into the
Oswego Normal School, and received further stimulus in the
Cook County Normal School under Dr. Francis Parker and Mr.
W. S. Jackman, who attempted the first formulation of nature-study
as a distinct subject, and prepared a text- book of numer­ous
isolated suggestions for the teacher, these suggestions
ranging through many subjects and sometimes going far afield.
And yet the key- note of the book as stated by the author rings
out strong and true: " Let us place the children in the woods
and fields that they may study nature at work."
About the same time ( 1889), Mr. Arthur C. Boyden of the
Bridgewater Normal School championed the new idea, began
teaching in the state institutes of Massachusetts, and got out a
pamphlet on the " Study of Trees in Plymouth County" ; one
of the first of a long series of fluttering nature- study leaflets by
men and women who, knowing much or little or nothing at all
about the subject, have found the theme a good one to write
upon. At the same time, also, a department ot nature- study was
organized in the Summer School of Cottage City under the name
of elementary science, and in the latter part of the eighties, na­ture-
study under the name of elementary science was receiving
consideration in many schools in several states.
From 1890 to 1895, exhibits of nature- work were common in
cities, the display at the World's Fair in Chicago being the cul­mination
of this phase of development.
* Read before the convention of the New York Botanical Garden January 23,
1906. Published simultaneously in the Garden JOURNAL and the Nature Study Re-
33
About ten years after the first introduction of elementary
science into the grades, two men came forward to whom children
will be grateful for centuries to come. Of all the numerous
writers who have considered nature- study from one standpoint or
another, the principles set forth by Professor Bailey of Cornell
and Professor Hodge of Clark, are as sane and practical as any­thing
yet presented. To little people shivering over their first
experience in the clear, cold atmosphere of science, a warmer
temperature and more genial atmosphere were eagerly welcomed.
While there is no doubt of the constant advance of nature-study
over the country as a whole, yet the gain is not the
mushroom growth of the first few years, and this is well. There
has been lack of fibro- vascular tissue, and in more than one place
nature- study has been dropped after a trial. This has occurred
in a few large cities where the problem is most difficult, or where
the school- board has failed to recognize the value of nature- study
as a means of education, or in some cases where the teaching has
been inadequate.
Nature- study, then, has already passed through various phases
with us : first came the experiment followed by the exhibition
which so inspired the on- lookers that it straightway became a
fad ; then came the period of reaction and criticism when nature-study
became less serious — more of a recreation-—- and here
came the opportunity to run in the unusual, the exceptional, the
sensational in nature literature, which is not nature- study at all,
though it may be Very good literature ; and now our leading lights
tell us that nature- study is an idea, an atmosphere, an attitude, —
in a word, it is spirit. This, then, is the promise of the future,
and our prophets prophesy wisely and well. But we cannot hope
for any universal fulfillment of the prophesy for several genera­tions
to come — not until there has been time to train our
teachers, and they in turn have had the opportunity of training
the children who are to be the parents of the next generation. In
the next generation we may begin to look' for parents who will
not destroy the attitude, the atmosphere of nature- study, which
is an inherent part of the nature of the normal child. He inherits
from ancestors remote a primitive love of nature and every natural
34
object. Any child of three years turned loose in a small space
out- of- doors where there is good clean dirt with worms in it, and
pebbles, where green things are growing, where the chance cater­pillar
and toad and small snake are free to come and go, has
amusement for a summer. Some one has well said :
" Out- doors, God amused him ; in- doors his mother ;
And the finite can never satisfy as the Infinite."
It is only when the child learns from others that he " must not
touch the toad or he will get warts," that the harmless garter-snake
is a poisonous reptile, that the caterpillar will bite; that
his faith in nature is shaken, the nature- study atmosphere dark­ened,
and the nature- study spirit hampered.
Dr. M. T. Cook says that in Cuba he frequently gave his one-year-
old son small snakes to play with, and the child considered
them the most interesting kind of a plaything, until at the age of
four he began to run with other children. In a short time the
boy became afraid of snakes and is still afraid of them. Profes­sor
Hooker, of Mt. Holyoke College, had a little visitor whom
she found it hard to entertain, so she brought out some snakes
which she called her " little friends." The child was delighted,
and played with them happily until she heard some one call them
snakes, then dropped them in fear and disgust.
A child in the first primary grade of the University School for
Girls in Chicago brought a tiny leafless twig to her teacher and
asked her to use it for the nature- study lesson. The teacher
thought it a rather small affair, but a leaf- bud or two offered
suggestion, and the teacher held out for what seemed to her a
very creditable length of time and then turned with relief to a
gay picture of an oriole on the wall. But the children did not
want orioles in pictures on the wall ; they wanted a little live
twig, and the small girl who had brought it in raised her hand
and asked severely, " Why don't you go on with the nature-science
? "
That which we are to aim for, then, we have at the very be­ginning
; but by the time that the child goes to school he has
lost more or less of it, and it is more difficult to restore it in a
soil that has been sterilized than it would be to start anew in
fresh soil. Allowing for individual exceptions, I have found it
true that interest in nature- study in schools where the subject is
not a vital one varies inversely with the age of the children, and
that the difficulty in exciting an interest varies directly with
the age.
The problem that confronts us is, how shall we recover that
which has been lost ; how shall we reach the ideal, the pervad­ing
atmosphere that colors, the idea that permeates the whole life,
the nature- study spirit. Now the child of the graded school has
many teachers. It is a chance if he ever has one who really un­derstands
and fully comprehends just what Bailey means by atmos­phere
and attitude and idea and spirit. It is possible that one
may be all this and that the school may have the spirit and never
know it. I am not sure but this is the essence of the whole
thing — the spirit free because unconscious of itself.
At one of the State Summer Schools held in Bennington,
Vermont, a young teacher came to me and told me how much
she regretted the impossibility of having any nature- study in the
little rural school where she taught. " The parents are not
willing that the time should be given in school," she said, " the
programme is already crowded, we have no money with which
to buy books. But," she added, " there is a little brook back of
the school house, and the children and I stay out there about all
the time at recess and noon and we all go early in the morning
before school. We have a series of pools, and in them we have
several kinds of fish, and in one pool we have some salamanders,
and in another turtles, and in another pollywogs. We feed them
and keep the pools in order and the children do have such a good
time. Then a little house- wren came into the school house and
built her nest on the stove- pipe by the chimney, right in the
school room. And the children would keep just as still as pos­sible
so as not to disturb her."
This dear girl assured me over and over again with tears in
her eyes that she would be so glad to have nature- study in her
school, but that it was simply an impossibility ! This illustrates
how difficult it is for one to grasp the real significance of the
36
study as presented by even so plain and simple and straightfor­ward
a speaker as Professor Bailey.
Atmosphere is intangible at best, and not an easy mark for the
inexperienced. One may be sure the arrow will hit somewhere,
even if sent at random, and many of our public- school teachers
have evidently taken refuge in this thought, and the result is
random and haphazard.
The result would be the same and perhaps the idea might
seem more definite, if, with the idea of attitude as the ultimate
goal, we should begin by aiming at some nearer mark. To in­spire
the boys and girls with a vital rational interest in their im­mediate
natural environment— an interest that shall continually
widen with the circles of growing experience and knowledge
founded on experience, and so lead to a wider environment —
this is concrete and feasible.
In the country, there is such abundance of material that the
question is one of choice ; in the more cramped conditions of the
larger cities, the question of choice is largely eliminated, and
here it is necessary to seize upon every natural object that comes
within the reach of the children and to widen their pathetically
limited environment by constantly reaching out, always from
something they have seen or experienced, to the things beyond,
and to inspire them with a desire to learn what lies outside the
few blocks which immediately surround them. Settlement-workers
tell us that most children in the crowded tenement dis­tricts
seldom go beyond the half- dozen blocks which supply the
necessities of life. A little girl of nine years was taken to the
country for the first time. She was amazed beyond measure;
she had attended the public- schools, but she had never been
told that the earth was not paved all over, and it had never oc­curred
to her that it could be any other way. Let us teach' the
children to love the parks, not simply as pleasant places in which
to play but as places where one can know the trees as individuals
that in time may become one's comrades and friends. To know
the trees that are in our parks, to know them by their outlines
and buds and twigs and leaves and flowers and fruits, and to
watch the changes in them from week to week and season to
37
season is to have an unfailing resource for pleasure throughout
life. To teach the child a proper appreciation of our parks and
scenery and to make him feel a sense of ownership in them is to
make him some day a better man.
We can do no better and go no farther today than did Aris­totle
when he said :
" I t is clear then that there are branches of education and learning which we
must study with a view to the enjoyment of leisure, and these are to be valued for
their own sake; whereas those kinds of knowledge which are useful in business are
to be deemed necessary, and exist for the sake of other things. It is evident then
that there is a sort of education in which parents should train their sons, not as being
useful or necessary, but because it is liberal or noble."
In commenting upon this passage, Burnet in " Aristotle on
Education " says :
" Here in simple form is the perennial problem as to whether the end of educa­tion
is culture, or to fit us for the business of life. The most ardent business men will
tell you that they work hard in order that they may be able to retire ; the misfortune
is that when they have retired they are very often at a loss what to do with their time.
(( An education which took as its aim to train people in such a way that they could
rightly enjoy the rest which they have earned by a life of toil would, we can see, have
a good deal to say for itself, and might be quite as " practical " as one which merely
anticipated the ' ' useful and necessary'' activities of the business life itself. 11 might
sound strange at first, but it would not be amiss if we were once more to speak with
Aristotle of the noble enjoyment of leisure as the end of education in its highest sense.
It is just the want of such an education that makes men put up with that very poor
and cheap substitute for theoria, the life of amusement.
" The Gospel of Work is a noble one and has been nobly preached, but the neglect
of the still higher Gospel of Leisure has produced the results which Aristotle has
indicated so clearly. We cannot always work, and if our education has not fitted us
to use our spare time rightly, we are sure to take to the life of mere amusement. We
all know men who would be transformed if only they knew what to do with themselves
when they are not at work. We can all see that whole classes of the community are
sunk in needless degradation just because their lives are a succession of periods of
overwork and intervals of low or vicious relaxation. And we can see too that the end
of the nineteenth century, the century of work, has been marked by a morbid, an
abnormal growth of the craving for amusement and excitement which has threatened
at times to break up society altogether. It is from the Greeks that we can best learn
the cause and cure of these ills."
Of the thousands of poor and ignorant people who visit the
New York Botanical Garden during the spring and summer and
autumn months, on the one day of leisure in the week, one does
not dare to venture a guess at the per cent, of those who really
38
care for the things of the park aside from space and coolness. If
only these people had been educated to an appreciation of nature,
what an additional inspiration this place would become in their
sordid lives !
President Cleveland went fishing when the affairs of state be­came
too taxing ; President Roosevelt hunts bears. When the
little boy in the first grade of to- day becomes president, the same
instinctive craving for nature may be satisfied in a simpler way if
nature- study be rightly taught. It was not the fish that President
Cleveland wanted ; he could have bought them with much less
trouble at the market. It is not the bear- skins that President
Roosevelt wants ; he can buy them at the furrier's. What both
men want is the free pure air, the untrammeled woods, the sound
of rippling water, the call of the thrush, ferns, moss and wild
things ; in a word, nature. And, after all, fish and bears are only
excuses ; just the same results could be had by hunting with a
camera, or in listing the trees or studying the ecology of a
region, or in hunting for rare ferns.
The most serious problem of nature- study just now is the
teacher of nature- study. At present she must be born, for she
cannot be made, except in a few places. Without question there
are some excellent teachers who would never become good
teachers of nature- study, no matter what advantages they might
receive. But with these rare exceptions, the good teacher would
also make a good teacher of nature- study if only she knew her
subject. How can she have any adequate comprehension of that
which she has not herself experienced? She did not have na­ture-
study in the grades when a child herself; she did not get it
in the high school except in rare instances ; there are scarcely a
score of normal schools that offer nature- study as nature- study;
and the number of colleges that offer such courses can be counted
on the fingers of one hand. Courses in biology, including botany
and zoology, are now generally offered in the college, the normal
school and the high school; but these courses are largely domi­nated
by the spirit of the scientist and the specialist — and
rightfully so.
A little girl said to me : " I don't care at all for botany, but I
3!)
just love flowers." Now the specialist may love botany and not
care for flowers. Particularly if he works along histological or
embryological lines, he may be wholly ignorant of nature in any
field except the somewhat limited one bounded by the horizon of
his microscope. I one day asked a most enthusiastic and suc­cessful
instructor in one of our leading universities what a certain
common wild- flower of that region, new to me, looked like.
This man had made something of a specialty of the points
brought out in the development of this particular flower and
had prepared many slides from it. He replied that he did not
know what the flower looked like, and did not care, that that was
not the point; that he did not know any flowers by their names
in the field, he had no time to learn them, and he did not know
what good it would do him if he did know.
A student had just finished her research on a problem con­nected
with pines and had taken her degree. She was out
driving with a friend who inquired about some pines they were
passing. " Oh, I don't know anything about our native pines,
not even their names," was the reply.
Even in the high school the courses in botany and zoology
have been until quite recently too technical and limited to cer­tain
lines to fit the requirements of college entrance. Fitting for
college and fitting for life have been two quite different things.
And nature- study should be taught in the grades. Where
shall the teacher learn ? Can she get it from books ? A few
summers ago I was riding on the front seat of a trolley car
through a beautiful Vermont valley at sunset. A woman whose
dress and general air bespoke culture and refinement sat beside
me. She was wholly absorbed in the pages of a book and
utterly oblivious to the surrounding beauty and glory. I con­cluded
that she was doubtless so familiar with the place that its
charms were no longer felt, and I pitied her. We passed a large
and stately building on a hillside. " Pardon me," I said, " will
you kindly tell me what that building is ? " " I'm sure I don't
know," was the reply. " I was never here before," and she re­lapsed
into the book again. Then I was seized with curiosity to
know what she could be reading. The car gave a favorable
40
lurch, I leaned over, and caught the title of the book, " Self- Cul­ture,"
and the chapter- heading at the top of the page read " The
Love of Nature."
In addition to the quickened and widened environment of the
child, which should be the first aim of the teacher of nature- study,
we may look with assurance for many valuable results which are
by- products. In the past one or another of the by- products has
too often been mistaken for the main object. This was especially
true at first when it was claimed that the greatest gain to be
derived from the study of natural objects is increased power of
observation. This increase is a natural result; one looks at the
things he is interested in, and the more things one is interested in
and the more he is interested in some one thing, the more he sees.
" It is active seeing, not passive looking which constitutes obser­vation,"
says Professor Ganong. The result should culminate in
visualization — the power to reproduce subjectively that which
has been seen objectively.
The nature- teacher said to the third- grade class of a school in
Missouri : " Children, I want you to watch a spider and see if
you can learn something about it that you did not know before.
Then I would like you to write down whatever you find out and
bring it to me." The next day Locke Sawyer brought in the
following to his teacher : " Onct I sawn a spider spin his web.
He span it on the winder- pain. I watched him as clost as I
could. He went along in front and spun behind." Here is the
real thing — visualization: one sees the spider with the boy,
" g°' ng along in front and spinning behind." The delighted
teacher, carried away by the enthusiasm of the moment, began
to tell the children how spiders spin, how they have a little res­ervoir
of adhesive liquid substance within, which is forced out and
hardens into a thread on exposure to the air. Locke was vastly
interested ; he wanted to write down what the teacher had said,
and at his request his paper was returned. This is what he
added: " Inside of himself the spider has two tin cans. These
are for its web, which is glue before it is spun."
A second scientific value of nature- study is that it develops
the power of reason. One learns to generalize from the particular
41
and to make critical comparison. The whole subject of adapta­tions
comes in here and appeals strongly to the child. Bills and
beaks and teeth and feet and tails take on new interest when one
grasps the fact that they are to serve some special need. Nature-study
leads to faith in causality, which involves the belief that
every phenomenon is linked with preceding factors. The child
is freed from superstition ; and bats that cause your hair to fall
out, and toads that cause warts, and devil's- darning- needles that
sew up your ear if you ever told a lie, lose their terrors and
become objects of interest and perhaps companionship.
Of the cultural instincts which are developed, we may note
briefly :
1. Power of expression ; the child can talk about the thing he
is interested in, he can write about it, he can make a picture of
it. But let his teacher remember that these are the products of
nature- study, and that nature- study can never be the product
of talking or writing or drawing. The child's language should
be more accurate and logical. He should learn to tell the truth
and not exaggerate. Laboratory methods should lead to greater
skill and dexterity in the use of the hands.
2. Knowledge for its own sake and love of knowledge should
result from the widened environment of the child. Knowing his
own surroundings, he is able to interpret what he reads and
geography takes on a new meaning.
3. The aesthetic values of nature- study are not to be over­looked
in a time when utilitarian ideas are as prominent as today.
Let the child know that the sky and clouds and sunset coloring
and the river and hills beyond are his in the same sense in which
the parks are his — to appreciate and enjoy. Whatever one can
see that is beautiful is his own as much as though it were his
individual property. All that any one can do with a beautiful
object is to contemplate it with appreciation and enjoyment. It
is possible for the poorest child to be richer than the multi­millionaire.
4. The industrial and economic side of the question appeals
to many, especially to parents and school- boards. Plants and
animals beneficial and injurious, pests and their extermination,
42
problems of food and clothing, of shelter and sanitation and
personal hygiene, all become a legitimate part of the great subject.
5. Finally, the ethical value of nature- study which results in
happiness to the individual is most important. One is never
happier than when riding a hobby and riding hard. Birds or
butterflies, trees or mosses, ferns or fungi — it doesn't matter, so
long as one has an absorbing interest in the world without.
Health and happiness are not to be despised in these days of
nerves and constant demands for new sensations.
To the love of all created things nature- study should lead, and
if it be true that love is the greatest thing in the world then
nature- study is indeed justified. A man who ranks high in the
scientific world showed this spirit when he carried a tub of sea-water
back to the beach from which it came, a distance of some
rods, and poured the water into the sea saying, " I could not see
any life there but it would be a pity to run any risk of destroying
life needlessly."
That the country- boy will see more of interest and beauty in
his surroundings, and that the city- boy will learn greater appre­ciation
of the country may be reasonably expected ; but not until
the agricultural side of nature- study has been much developed
can we hope for that which will help to solve the greater problems
of rural districts. Nature- study has no need to demand more
than rightfully belongs to her.
MARY PERLE ANDERSON.
NOTES, NEWS AND COMMENT.
Mr. C. F. Millspaugh, of the Field Museum of Natural History,
Chicago, spent about two weeks at the Garden before his departure
for the Bahamas. ,
Dr. N. L. Britton and Mrs. Britton left New York on Feb­ruary
11 for the Bahamas, where they will spend several weeks
in botanical exploration. Mr. C. F. Millspaugh will join them
at Nassau.
Dr. Marshall A. Howe returned on January 30 from an ex­pedition
to Jamaica, where he devoted five or six weeks to col-
43
lecting and studying marine algae in Kingston Harbor and
vicinity and at Montego Bay. When the disastrous earthquake
of January 14 occurred, he was at Montego Bay, where the shock
was comparatively light. His Kingston collections, which were
stored at the time in a wooden office building on the water- front
of that ill- fated city, were uninjured by the earthquake and es­caped
the subsequent fire.
In connection with the New York meeting of the American
Association for the Advancement of Science, during Convoca­tion
Week, 1906- 1907, an exhibition was held at the American
Museum of Natural History, from December 28 to January 14,
by the New York Academy of Sciences. The purpose of the
exhibition was to illustrate the most recent advancement in the
different branches of science. The Associate Committee for
botany consisted of C. Stuart Gager ( Charman), George Francis
Atkinson, William L. Bray, John Merle Coulter, Margaret Clay
Ferguson, Byron David Halsted, Edward Charles Jeffrey, Duncan
Starr Johnson, and Lucien M. Underwood. The botanical ex­hibit,
assembled from various institutions and workers through­out
the United States, consisted of herbarium, alcoholic, and
living specimens, photographs and drawings, microscopic prep­arations,
new apparatus, and literature ; representing recent ad­vancement
in physiology, morphology, taxonomy, paleobotany,
teratology, pathology, cytology, horticulture, the pedagogy of
botany, and the development of botanical gardens and labora­tories.
There was a total of about forty- five entries, making
the botany exhibit the largest, but one, of the exhibition.
Of the precipitation for January, 1 3 ^ inches of snow fall were
recorded in addition to 1.54 inches of rain. Maximum tempera­tures
were recorded of 580 on the 4th, 67.50 on the 7th, 52.2°
on the 20th, and 370 on the 22d. Also minimum temperatures
of 27.50 on the 6th, 16.50 on the 10th, 10° on the 17th, 0° on
the 24th, and n ° on the 31st.
44
ACCESSIONS.
LIBRARY ACCESSIONS FROM DECEMBER i, 1906, TO FEBRUARY
1, 1907.
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Pfianzen. Hamburg, 1850.
BAUTIER, AL. Tableau analytique He la flore Parisienne. Ed. 6. Paris, 1849.
BEEBE, C. WILLIAM. The bird, its form and function. New York, 1906.
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BENTLEY, ROBERT. A manual of botany. London, 1861.
BENTZEL- STERNAU, ALBERT. Uber die neueren Fortschritte der Lichenologie.
Presburg, 1859.
BERNHARDI, JOHANN JAKOB. Anleitung zur Kenntniss der Pfianzen. Erfurt,
1804.
BLACKWELL, ELIZABETH. A curious herbal^ containiug five hundred cuts of the
most useful plants, which are now used in the practice of physick. London, 1751 &
1759. 2 VOls.
BOITARD, PIERRE. Manuel complet de botanique. Deuxieme Edition. Paris,
1828.
BOLL, J. Verzeichniss der Phanerogamen- Kryptogamen- Flora von Bremgarten.
Aarau, 1869.
BOREAU, A, Catalogue raisonni des plantes phanirogames. Angers, 1859.
BOREAU, A, Flore du centre de la France. Paris, 1840. Deuxieme Edition.
Paris, 1849. 4 vols.
BOUCHER, J. A. G. Extraitde la flore d'Abbeville et du departement de la Somme.
Paris, 1803.
BOURGUIGNAT, J. R. Catalogue raisonni des plantes vasculaires du departement
de V Aube. Paris, 1856.
BRADLEY, RICHARD. New improvements of planting and gardening. 4th ed.
London, 1724. 6th ed. London, 1731. 7th ed. London, 1739. 3 vols.
BREBISSON, A. DE. Flore de la Normandie. Caen, 1869.
BRIQUET, JOHN. Biographies de botanistes Suisses. Geneve, 1906. ( Given by
Dr. N. L. Britton.)
BRONGSIART, ADOLPHE. Enumeration des genres de plantes cultivis au Museum
d* histoire naturelle de Paris. Paris, 1843. Deuxieme edition. Paris, 1850. 2 vols.
CASTEL, RENE RICHARD. Les plantes. Ed. 3. Paris, 1802.
CHANDLER, ALFRED. Illustrations and descriptions of the plants which compose
the natural order Camellieae and of the varieties of Camellia Japonica. London,
1831.
CHATIN, AD. La truffe. Paris, 1869.
CHEVALLIER, FRANCOIS FULGIS. Dissertation sur les cigues indigenes. Paris,
1821.
CLAiRViLLB, J. P. DE. Manuel d'herborisation en Suisse et en Valais. Win-terthour.
1811.
45
CLERC, LOUIS. Manuel classique et tlimenlaire de botanique, d'anatomic et de
physiologie vigetale. Paris, 1835.
COOKE, M. C. A plain and easy account of British fungi. London, 1862.
CORREVON, H. AND MASSE, H. Les iris dans lesjardins. Geneve, 1907. ( Given
by Dr. N. L. Britton. )
COSSON, E. AND GERMAIN, E. Flore descriptive et analytique des environs de Paris.
Paris, 1845. 2 vols.
COSSON, E. AND GERMAIN, E. Supplement au catalogue raisonni des plantes vas­culaires
des environs de Paris. Paris, 1843.
COSSON, E., GERMAIN, E. AND WEDDELL, A. Introduction d une flore analytique
et descriptive des environs de Paris. Paris, 1842.
COSSON, E. AND KRALIK, L. Sertulum Tunetanum. Paris, 1857.
COTTON, JOSEPH GUSTAV STANISLAS. Etude comparle sur le genre Kramcria.
Paris, 1868.
CRAMER, C. Bitdungsabweichungen bei einigen wichligeren Pflanzenfamilien.
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Bordeaux, 1861.
DENISSE, ETIENNE. Flore d'Amirique. Paris, 1843- 46.
DES MOULINS, CHARLES. Etat de la vigetation sur le Pic du Midi de Bigorre.
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1906.
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Lyon, 1864.
FAURES, C. DE AND BECQUEREL, A. Recherches sur les conferves des eaux ther-males
de Nlris. Paris, 1855.
GASPARRINI, G. Ricerche sulla embriogenia della canape. Napoli, 1862.
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GILLET, AND MAGNE, J. H. Nouvelle flore francaisc. Paris, 1863.
46
GONNET, P. H. L'ABBE. Flore llementaire de la France. Paris, 1847.
GORDON, GEORGE AND GLENDINNING, ROBERT. The pinetum. London, 1858.
HALES, STEPHEN. Statick der Gewachse. Halle, 1848.
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A Alger. Alger, 1850.
HENSHALL, JOHN. A practical treatise on the cultivation of orchidaceous plants.
London, 1845.
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und Stauden des K. botanischen Gartens in St. Petersburg. Moskau, 1865.
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JUSSIEU, ADRIEN DE. The elements of botany. London, 1849.
KABSCH, WILHELM. Das Pflanzenleben der Erde. Hannover, 1865.
KLEINHAUS, R. Iconographie des mousses. Paris, 1871.
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KOCH, JOH. FR. WILH. Botanisches Handbuch zum Selbstunterricht. Magde­burg,
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de la Haute- Vienne. Limoges, i860.
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vtnineux qui croissent aux environs de Paris. Paris, 1826.
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47
LINDLEY, JOHN. The vegetable kingdom. London, 1846. Ed. 2. London,
1847. 2 vols.
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Norimbergae, 1716.
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MEEHAN, THOMAS. The native flowers and ferns of the United States. Boston,
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vtgitalc. Paris, 1837.
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FUnfte Auflage. Berlin, 1810. Another edition. Wien, 1818. 2 vols.
WILLIAMSON, JOHN. Fern Etchings. Second edition. Louisville, Ky., 1879.
( Given by Miss Julia T. Emerson.)
YOUNG, EDWARD. The ferns of Wales. Neath, 1856.
MUSEUMS AND HERBARIUM.
287 specimens " Musci Indiae orientalis." ( Collected by Mr. W. Gollan.)
3 specimens of fungi from British America. ( Byexchange with Mr. E. W. D.
Holway.)
378 specimens from the Philippine Islands. ( Collected by Professor A. D. E.
Elmer.)
1 specimen of Pinus strobiformis. ( By exchange with the Forest Service.)
160 specimens of Polygonum from Connecticut. ( By exchange with Mr. L.
Andrews.)
23 specimens of drug plants. ( Collected by Dr. J. A. Shafer.)
50
l6o specimens from British America. ( By exchange with the Geological Survey
of Canada.)
32 specimens " Hepaticae Indiae orientalis." ( Collected by Mr. W. Gollan.)
40 specimens " Lichenes Indiae orientalis." ( Collected by Mr. W. Gollan.)
75 specimens of Cuban plants. ( By exchange with Estacion Central Agron6mica,
Cuba.)
5 specimens of hepatics from Rarotonga, Cook Islands. ( Collected by Mr. T..
F. Cheeseman.)
1 specimen of Smilax rotundifolia from Nova Scotia. ( Given by Mr. J. E. •
Barteaux.)
38 specimens of mosses from New Zealand. ( Collected by Mr. T. W. Naylor
Beckett.)
224 specimens from Guatemala. ( Collected by Mr. C. H. Deam.)
125 specimens of fungi from Costa Rica. ( Collected by Mr. W. R. Maxon.)
2 specimens of flowering plants from the Philippine Islands. ( By exchange with
the Bureau of Science, Manila.)
i specimen of Lobelia from Maine. ( Given by Mr. O. W. Knight.)
PLANTS AND SEEDS.
1 plant for the conservatories. ( By exchange with Mrs. B. B. Tuttle.)
3 plants for the conservatories. ( By exchange with Mr. M. Richter.)*
1 plant for the conservatories. ( Given by Mrs. Steele.)
40 plants for the nurseries. ( By exchange with the Bureau of Plant Ind.)
44 cuttings for the nurseries. ( By exchange with the Bureau of Plant Ind.)
26 plants derived from seeds from various sources.
20 packets of seeds from Western Australia. ( Given by Mr. C. S. Thorp.)
1 packet of seeds from Florida. ( Given by Dr. J. K. Small.)
1 packet of seeds from Florida. ( By exchange with Mr. P. H. Rolfs.)
2 packets of seeds from S. California. ( Given by Mr. L. R. Abrams.)
35 packets of seeds from S. California. ( Given by Mr. S. B. Parish.)
1 packet of seeds. ( By exchange with the Bureau of Plant Industry.)
jfTDembers of tbe Corporation.
GEORGE S. BOWDOIN,
PROF. N. L. BRITTON,
HON. ADDISON BROWN,
DR. NICHOLAS M. BUTLER,
ANDREW CARNEGIE,
PROF. C F. CHANDLER,
WILLIAM G. CHOATE,
CHARLES F. COX,
JOHN J. CROOKE,
W. BAYARD CUTTING,
JAMES B. FORD,
ROBERT W. DE FOREST,
HENRY W. DE FOREST,
CLEVELAND H. DODGE,
SAMUEL W. FAIRCHILD,
GEN. LOUIS FITZGERALD,
RICHARD W. GILDER,
HON. THOMAS F. GILROY,
HON. HUGH J. GRANT,
HENRY GRAVES,
HENRY P. HOYT,
ADRIAN ISELIN, JR.,
MORRIS K. JESUP,
JOHN I. KANE,
EUGENE KELLY, JR.,
PROF. JAMES F. KEMP,
JOHN S. KENNEDY,
PROF. FREDERIC S. LEE,
HON. SETH LOW,
DAVID LYDIG,
EDGAR L. MARSTON,
D. O. MILLS,
J. PIERPONT MORGAN,
THEODORE W. MYERS,
GEORGE M. OLCOTT,
PROF. HENRY F. OSBORN,
LOWELL M. PALMER,
GEORGE W. PERKINS,
JAMES R. PITCHER,
RT. REV. HENRY C. POTTER,
PERCY R. PYNE,
JOHN D. ROCKEFELLER,
WILLIAM ROCKEFELLER,
PROF. H. H. RUSBY,
JAMES A. SCRYMSER,
HENRY A. SIEBRECHT,
SAMUEL SLOAN,
WILLIAM D. SLOANE,
NELSON SMITH,
JAMES SPEYER,
FRANCIS L. STETSON,
DR. W. GILMAN THOMPSON,
LOUIS C. TIFFANY,
SAMUEL THORNE,
PROF. L. M. UNDERWOOD,
GEORGE W. VANDERBILT,
HON. EGERTON L. WINTHROP, JR.,
WILLIAM H. S. WOOD.
P U B L I C A T I O N S
OF
The New York Botanical Garden
Journal oi the New York Botanical Garden, monthly, illustrated, con
uming notes, news and non- technical articles of general interest. Free to all mem­bers
of the Garden. To others, io cents a copy; $ 1.00 a year. [ Not offered in
exchange.] Vol. I, 1900, viii -\- 213 pp. Vol. II, 1901, viii + 204 pp. Vol. I l l,
1902, viii + 244 pp. Vol. IV, 1903, viii -(- 238 pp. Vol. V, 1904, viii- f- 242 pp.
Vol. VI, 1905, viii+ 224 pp. Vol. VII, 1906, viii - f- 300 pp.
Bulletin of the N ew York Botanical Garden, containing the annual reports
oi the Director- in- Chief and other official documents, and technical articles embodying
results of investigations carried out in the Garden. Free to all members of the
Garden; toothers, £ 3.00 per volume. Vol. I , Nos. 1- 5, 449 pp., 3 maps, and 12
plates, 1896- 1900. Vol. II, Nos. 6- 8, 518 pp., 30 plates, 1901- 1903. Vol. I l l,
Nos. 9- 11, 463 pp., 37 plates, 1903- 1905. Vol. IV, No. 12, 113 pp.; No. 13, 193
pp., 12 plates; No. 14, in press. Vol. V, No. 15, 105 pp., 1906 ; No. 16, 88 pp.,
17 plates, 1906.
North American Flora. Descriptions of the wild plants of North America,
including Greenland, the West Indies and Central America. Planned to be com­pleted
in thirty volumes. Roy. 8vo. Each volume to consist of four or more parts.
Subscription price $ 1.50 per part ; a limited number of separate parts will be sold
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Vol. 22, part 1, issued May 22, 1905, contains descriptions of the order Rosales
by Dr. J. K. Small, and of the families Podostemonaceae by Mr. Geo. V. Nash,
' " rassulaceae by Dr. N. L. Britton and Dr. J. N. Rose, Penthoraceae and Parnassia-ceae
by Dr. P. A. Rydberg.
Vol. 22, part 2, issued December 18, 1905, contains descriptions of the families
Saxifragaceae and Hydrangeaceae by Dr. J. K. Small and Dr. P. A. Rydberg ; the
Cunoniaceae, Iteaceae and Hamamelidaceae by Dr. N. L. Britton ; the Pteroste-
[ iionaceae by Dr. J. K. Small ; the Altingiaceae by Percy Wilson and the Phyllo-nornaceae
by Dr. H. H. Rusby.
Vol. 7, part 1, issued Oct. 4, 1906, contains descriptions of the families Uslilag-inaceae
and Tilletiaceae, by Prof. G. P. Clinton.
Memoirs of the New York Botanical Garden. Price to members of the
Garden, $ 1.00 per volume. To others, $ 2.00. [ Not offered in exchange.]
Vol. I. An Annotated Catalogue of the Flora of Montana and the Yellowstone
Park, by Dr. Per Axel Rydberg, assistant curator of the museums. An arrangement
And critical discussion of the Pteridophytes and Phanerogams of the region with
notes from the author's field book, including descriptions of 163 new species.
ix -\- 492 pp. Roy. 8vo, with detailed map.
Vol. II. The Influence of Light and Darkness upon Growth and Development,
by Dr. D. T. MacDougal, assistant director. An account of the author's researches
with a general consideration of the relation of light to plants. The principal
morphological features are illustrated, xvi - f- 320 pp. Roy. 8vo, with 176 figures.
Contributions from the New York Botanical Garden. A series of tech­nical
papers written by students or members of the staff, and reprinted from journals
other than the above. Price, 25 cents each. $ 5-°° Pe r volume.
Vol. I. Nos. 1- 25, vi - f- 400 pp. 35 figures and 34 plates.
Vol. I I . Nos. 26- 50, vi -{- 340 pp. 55 figures in the text and 18 plates.
Vol. I I I . Nos. 51- 75, vi 4- 398 pp. 26 figures in the text and 21 plates.
RECENT NUMBERS 25 CENTS EACH.
No. 85. Systematic Palaeontology of the Pleistocene deposits of Maryland:
Pteridophyta and Spermatophyta, by Arthur Hollick.
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M. A. Howe.
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